The SSERC Primary Cluster Programme in Science and Technology – impact on teaching and learning

Crawford, K., Lowden, K. , Hall, S. , Mitchell, E., McErlean, T., Sherrard, H. and Daley, L. (2020) The SSERC Primary Cluster Programme in Science and Technology – impact on teaching and learning. Journal of Emergent Science, 18, pp. 13-18.

Abstract

This paper considers the findings of a recent multi-method research project that assessed the impact of a national Career Long Professional Learning (CLPL) programme, which suggest that teacher CLPL, particular in science and technology education, is particularly effective when it adopts a collaborative mentoring approach deployed across school clusters. This model is underpinned by collaborative professional dialogue, action research and a focus on promoting teachers' confidence and expertise in science and technology using practical skills as a vehicle. We examine the model adopted by the programme, drawing on research evidence in the literature on effective professional learning for teachers and, in particular, apply Desimone’s (2009) conceptual framework. The paper identifies key components of the programme responsible for its effectiveness and concludes by reflecting on the implications of the findings for tackling the challenge of promoting science literacy and attainment. Surveys of >12000 pupils have shown, inter alia, that the programme encourages the preservation of positive pupil attitudes towards science.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Lowden, Mr Kevin and Hall, Mr Stuart
• Authors: Crawford, K., Lowden, K., Hall, S., Mitchell, E., McErlean, T., Sherrard, H., and Daley, L.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: Journal of Emergent Science
• Publisher: Association for Science Education
• ISSN: 2046-4754
• ISSN (Online): 2046-4754
• Copyright Holders: Copyright © 2021 Association for Science Education
• First Published: First published in Journal of Emergent Science 18:13-18
• Publisher Policy: Reproduced with the permission of the publisher